Why Tom Hatch Is Running for Cumberland County Board of Education

After spending more than three decades working in Cumberland County Schools, Tom Hatch says he isn’t ready to step away from public education.

The 58-year-old, who retired in 2022 after a 32-year career with the district, is seeking one of three at-large seats on the Cumberland County Board of Education. During his career, Hatch served as a teacher, coach, assistant principal, and principal, leading Reid Ross Classical School, Anne Chestnut Middle School, and Terry Sanford High School. Since retiring, he has continued serving the district as an interim principal and assistant principal when needed.

A lifelong Cumberland County resident and Terry Sanford High School graduate, Hatch said his years in public education have given him firsthand experience with both the opportunities and challenges facing the district. Throughout his campaign, he has emphasized declining enrollment, strengthening middle schools, and making long-term decisions that keep students at the center of every policy discussion.

In 2024, Hatch ran for the District 3 seat on the Board of Education. He placed second.

What are the top two issues the Board of Education should focus on over the next four years? How would you approach them?

One of the most significant challenges facing Cumberland County Schools is declining enrollment. Last year alone, our district enrolled approximately 1,200 fewer students than the previous year. While that number is concerning, an even bigger issue is understanding where students are leaving our system and why.

During the district’s enrollment presentation last December, projections showed a troubling trend. Elementary schools consistently serve approximately 22,000 students, while high schools average about 16,000 students. The most dramatic decline occurs during the middle school years, where enrollment averages only about 12,000 students. That means roughly 10,000 of students leave the district between elementary and middle school, with only some returning by the time they reach high school. Current projections indicate that trend will continue unless meaningful changes are made.

If we’re serious about reversing declining enrollment, we must begin by strengthening our middle schools. The middle school years are among the most important in a child’s development. Students are navigating tremendous academic, emotional, social, and physical challenges. Research consistently shows that successful middle schools are responsive, challenging, empowering, equitable, and engaging. They intentionally build a strong sense of culture and community while ensuring instruction, leadership, and school organization are centered on the developmental needs of young adolescents.

I believe Cumberland County should recommit to those proven middle school practices. That includes designing schedules that maximize instructional time, strengthening advisory programs so every student has a meaningful relationship with a trusted adult, improving collaboration among teachers, and creating smoother transitions from elementary into sixth grade. When students feel connected, supported and challenged during these critical years, they’re more likely to remain engaged, succeed academically and continue their education in Cumberland County Schools.

Cumberland County Schools has faced difficult decisions involving school closures, facility maintenance, and consolidation. What principles would guide your decision-making when evaluating future facility needs?

My decision-making would be guided by four core principles: student-centered decision-making, transparency, fiscal responsibility, and long-range strategic planning.

Every decision must begin with one fundamental question: What is best for students? The purpose of every school facility is to provide a safe, supportive, and engaging learning environment where students can thrive academically, socially, and emotionally. When evaluating future facility needs, I would carefully consider how any proposal affects student safety, transportation, access to academic programs, extracurricular opportunities, specialized services, and the overall educational experience. While facilities are important, our focus must always remain on the students who learn inside them.

Transparency must also be at the heart of the process. Communities deserve honest communication, accurate information, and meaningful opportunities to participate before decisions are made. Parents, educators, students, and taxpayers all have a vested interest in the future of our schools. Building trust requires openly sharing enrollment projections, facility assessments, financial analyses, and the criteria being used to evaluate options. Public engagement should provide genuine opportunities for questions, feedback, and dialogue before decisions are made.

The Board of Education also has a fiduciary responsibility to be good stewards of taxpayer dollars. That requires making decisions based on objective evidence rather than emotion or politics. While no report should serve as the sole basis for a decision, the district’s comprehensive facilities assessment provides valuable data for establishing priorities and identifying the greatest facility needs.

Finally, facility planning cannot be reactive. It must be grounded in a comprehensive, long-range vision for Cumberland County Schools. Enrollment trends, demographic changes, residential development, military population shifts, and evolving instructional needs should all inform decisions about renovations, new construction, consolidation, or school closures. Planning several years ahead allows the district to anticipate challenges, allocate resources responsibly, and avoid crisis-driven decisions that may not serve students well over time.

How can Cumberland County Schools best support students with disabilities and ensure families have confidence in the district’s special education services?

Supporting students with disabilities begins with a simple belief: Every child deserves the opportunity to reach their full potential in an environment where they are valued, supported, and challenged. Special education is not simply a legal requirement; it is a commitment to ensuring every student has access to a high-quality education tailored to their individual needs.

With more than three decades of experience in Cumberland County Schools as a teacher, assistant principal, and principal, I’ve worked alongside outstanding special education teachers, therapists, instructional assistants, and families. I understand both the rewards and the challenges of providing specialized services, and I believe the Board of Education plays a critical role in ensuring these programs receive the resources, oversight, and support they need to succeed.

First, we must recruit, develop, and retain highly qualified special education professionals. Districts across North Carolina continue to face shortages of special education teachers, psychologists, speech-language pathologists, occupational therapists, and other specialists. The board should prioritize competitive compensation, meaningful professional development, mentoring for new educators, and supportive working conditions that encourage talented professionals to build long-term careers in Cumberland County Schools.

Families must also be true partners in the educational process. Parents know their children better than anyone else, and they should always feel respected, heard, and included in decisions regarding individualized education programs. Communication should be proactive, transparent and collaborative—not limited to annual meetings or when concerns arise. Families deserve timely responses, clear explanations of available services, and confidence that the district is working alongside them.

We also must ensure students receive individualized, evidence-based services that reflect their unique strengths, challenges, and goals. That includes providing appropriate accommodations, specialized instruction, assistive technology when needed, related services, and inclusive learning opportunities whenever appropriate. Finally, we must prepare students for life after graduation through intentional transition planning and partnerships with local businesses, community colleges, and community organizations that help students successfully move into adulthood.

Student enrollment has declined in recent years. What role, if any, do you believe the Board of Education should play in attracting and retaining students and families in Cumberland County Schools?

While some factors influencing enrollment—such as birth rates, military transfers, charter schools, private schools, homeschooling, and vouchers—are beyond the board’s direct control, we can ensure Cumberland County Schools is the school system families choose because of the quality of education and opportunities we provide.

As a former principal of three schools of choice, two of which were countywide choice schools, I understand that attracting and retaining students begins with delivering an exceptional educational experience. Families want schools where their children are safe, challenged academically, supported socially, and emotionally, and prepared for success after graduation.

The board should continue supporting schools of choice while expanding opportunities through career and technical education, Advanced Placement and honors courses, International Baccalaureate, Capstone, classical education, early colleges, performing arts, foreign language programs, year-round schools, and extracurricular activities that allow every student to discover their talents and interests.

We also must ensure every school reflects a positive culture where students feel welcomed, valued, and connected. Enrollment growth isn’t the result of a single initiative or marketing campaign. It’s the outcome of consistently providing exceptional educational experiences, supporting outstanding educators, engaging families as true partners and earning the trust of our community every day. When we focus on educational excellence and place students at the center of every decision, Cumberland County Schools becomes a destination district where families choose to enroll, remain and thrive.

What steps can the Board of Education take to recruit, support, and retain high-quality teachers and staff?

Recruiting, supporting, and retaining exceptional teachers and staff requires a comprehensive, long-term commitment that extends far beyond simply filling vacancies. The success of every school is directly tied to the quality of the educators and support personnel who serve students every day. The Board of Education should prioritize creating an environment where outstanding professionals are not only attracted to Cumberland County Schools but are also inspired to build lasting careers here.

The district should also continue recruitment incentives for hard-to-fill positions, including signing bonuses, relocation assistance, loan forgiveness partnerships, and retention stipends for educators serving in high-need subject areas and schools.

Strengthening the pipeline of future educators is equally important. Fayetteville State University, Methodist University, and Fayetteville Technical Community College all have teacher preparation programs, and we should continue building partnerships with those institutions while investing in teacher cadet programs and educator pathways for high school students. We should also create opportunities that encourage substitute teachers, instructional assistants and other support personnel to pursue teaching licensure.

Retention depends on the professional support educators receive throughout their careers. New teachers deserve comprehensive mentoring from experienced educators, while veteran teachers should have access to high-quality professional development that strengthens instruction without creating unnecessary burdens. The board should also remain committed to addressing educator workload by reducing unnecessary paperwork and administrative responsibilities whenever possible so teachers can spend more time teaching and building relationships with students.

What are your views on year-round schools? What factors would you consider when making decisions about expanding or maintaining year-round calendars?

The year-round calendar is often misunderstood. Students still receive the same 180 instructional days, but they’re distributed throughout the year in shorter instructional blocks followed by three-week intersessions. That balanced approach helps reduce summer learning loss while giving students more frequent opportunities to rest, recharge, and return to school ready to learn.

One of the greatest advantages is the opportunity for remediation and enrichment during intersession breaks. Students who need additional academic support can receive targeted instruction before they fall too far behind, while students who are excelling can participate in enrichment opportunities throughout the year instead of waiting until summer.

Teachers benefit as well. The breaks provide time to reflect on instruction, prepare for upcoming units, participate in professional development, and return to the classroom refreshed. Many also choose to work during intersession programs, providing additional academic support while earning supplemental income.

Families consistently told me they appreciated having a choice. The more frequent breaks allowed them to travel during less crowded times of the year, while many students told me they enjoyed returning to school before becoming disengaged during a long summer break.

Cumberland County Schools currently has several schools identified by the state as low-performing. What role should the Board of Education play in improving student outcomes at those schools? What strategies would you prioritize?

The Board of Education has a critical responsibility in improving outcomes for schools identified as low-performing. While the board should not manage individual classrooms or dictate daily instruction, it is responsible for establishing a clear vision, setting high expectations, ensuring accountability, and providing the resources and strategic direction educators need to be successful.

Schools that are struggling academically should never be viewed through the lens of blame. Instead, they should be approached with urgency, compassion and a commitment to improvement. These schools often face complex challenges, and the solutions must address not only academic needs but also the teachers, administrators, students and families who make up those school communities.

My priority would be ensuring every identified school receives targeted support based on its unique needs. That includes timely interventions, additional instructional support and high-quality tutoring before learning gaps become long-term barriers to achievement.

Another critical priority is attracting, supporting and retaining highly effective teachers and principals in the schools that need them most. Exceptional educators make a tremendous difference in student outcomes, and the board should continue investing in professional development, instructional coaching, mentoring opportunities and the resources teachers need to meet the diverse needs of their students.

We also must recognize that student success extends beyond academics. Access to mental health resources, counseling services, student support programs, and meaningful family engagement are essential components of any successful school improvement strategy. When schools, families and community partners work together, students are more likely to feel supported, connected, and prepared to achieve their goals.

Every child in Cumberland County deserves access to a high-quality education regardless of the school they attend or their ZIP code. We cannot accept lower expectations for any student or any school.